A Narrative Literature Review: The Interplay of Motivational Theory and Cognition in STEM Education

Alexander V. Struck Jannini; Muhsin Menekse

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Reviewing Emergent Topics and Theory in Engineering Education
Tagged Division: Educational Research and Methods Division (ERM)
Page Count: 17
DOI: 10.18260/1-2--42437
Permanent URL: https://peer.asee.org/42437
Download Count: 433

Paper Authors

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Alexander V. Struck Jannini Purdue University, West Lafayette orcid.org/0000-0002-8661-7962

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Alexander is a third-year PhD Student in the Engineering Education Department at Purdue University. His main research focus is on applying motivational theories within STEM education, and is looking towards developing a motivational theory that accounts for student cognition and cultural backgrounds.

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biography

Muhsin Menekse Purdue University, West Lafayette

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Muhsin Menekse is an Assistant Professor at Purdue University with a joint appointment in the School of Engineering Education and the Department of Curriculum & Instruction. Dr. Menekse's primary research focus is on exploring K-16 students' engagement and learning of engineering and science concepts by creating innovative instructional resources and conducting interdisciplinary quasi-experimental research studies in and out of classroom environments. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by the American Society for Engineering Education. Dr. Menekse also received three Seed-for-Success Awards (in 2017, 2018, and 2019) from Purdue University's Excellence in Research Awards programs in recognition of obtaining three external grants of $1 million or more during each year. His research has been generously funded by grants from the Institute of Education Sciences (IES), Purdue Research Foundation (PRF), and National Science Foundation (NSF).

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Abstract

In this theory paper, we conducted a literature review to see how motivational theory has been used within STEM education and how it has been related to students’ cognition. Using motivational theories helps researchers conceptualize a complex psychological construct and categorize student’s motivational orientations. Determining the usefulness of each orientation is often established through measures of cognition, with correlations can be made between the two. While these types of studies are common in fields such as education and psychology, the use of them in undergraduate STEM education is lagging. Understanding the current state of motivational theory research within STEM education would help researchers know the major conclusions made and what future contributions should focus on. To this end, we performed a literature to investigate what research has been performed using motivational theory and tying concepts from these theories to student cognition. This review was narrative in nature and seeks to synthesize findings from articles to create important and useful points of discussion. For the purposes of this review, three motivational theories were highlighted: self-determination theory, expectancy-value theory, and achievement goal theory. These three theories were the focus of this review as they are the more widely used and well-established motivational theories. From our review, we found that most of the research using self-determination theory focused on studies around autonomy and how to improve feelings of autonomous motivation in students to increase cognition. Researchers using expectancy-value theory were more balanced in their investigations, focusing on how both student expectations and values play a part in student cognition. For researchers using achievement goal theory, the focus was on the benefits of performance-based orientations and the use of multiple goal perspectives. Further discussion should be placed on using a specific measure of student cognition, and some of the limitations that exist with common appraisals of the construct. Of the research gaps that currently exist, one that might be worth investigating could be the use of a classroom motivational framework and its effects on STEM students’ motivational profiles and academic achievement.

Citation
Format

Struck Jannini, A. V., & Menekse, M. (2023, June), A Narrative Literature Review: The Interplay of Motivational Theory and Cognition in STEM Education Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42437

TY - CPAPER
AB - In this theory paper, we conducted a literature review to see how motivational theory has been used within STEM education and how it has been related to students’ cognition. Using motivational theories helps researchers conceptualize a complex psychological construct and categorize student’s motivational orientations. Determining the usefulness of each orientation is often established through measures of cognition, with correlations can be made between the two. While these types of studies are common in fields such as education and psychology, the use of them in undergraduate STEM education is lagging. Understanding the current state of motivational theory research within STEM education would help researchers know the major conclusions made and what future contributions should focus on. To this end, we performed a literature to investigate what research has been performed using motivational theory and tying concepts from these theories to student cognition. This review was narrative in nature and seeks to synthesize findings from articles to create important and useful points of discussion. For the purposes of this review, three motivational theories were highlighted: self-determination theory, expectancy-value theory, and achievement goal theory. These three theories were the focus of this review as they are the more widely used and well-established motivational theories. From our review, we found that most of the research using self-determination theory focused on studies around autonomy and how to improve feelings of autonomous motivation in students to increase cognition. Researchers using expectancy-value theory were more balanced in their investigations, focusing on how both student expectations and values play a part in student cognition. For researchers using achievement goal theory, the focus was on the benefits of performance-based orientations and the use of multiple goal perspectives. Further discussion should be placed on using a specific measure of student cognition, and some of the limitations that exist with common appraisals of the construct. Of the research gaps that currently exist, one that might be worth investigating could be the use of a classroom motivational framework and its effects on STEM students’ motivational profiles and academic achievement.
AU - Alexander V. Struck Jannini
AU - Muhsin Menekse
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - A Narrative Literature Review: The Interplay of Motivational Theory and Cognition in STEM Education
UR - https://peer.asee.org/42437
DO - 10.18260/1-2--42437
ER -